Embedded Files
Intervention with Deaf children should be dynamic, response-based, and rooted in research.
Intervention with Deaf children should be dynamic, response-based, and rooted in research.
Definition: Dynamic intervention is constantly changing based on the needs and abilities of the child. Similarly, in response-based intervention, the professional modifies the activity to address the child’s response. If a child is not responding well to a task, it is the professional’s job to modify it. Intervention is based on scientific studies, not on personal opinion.
This principle looks like:
This principle looks like:
Utilizing a variety of interactive, visual activities to teach a skill
Modifying a task in the moment when it is evident that the child is struggling
Using toys and activities that the child enjoys or that motivate the child
Using practices that have been proven by objective research to work for Deaf children
Working on skills in multimodal fashion
This principle doesn't look like:
This principle doesn't look like:
Continuing a task when it is clear that the child is struggling
Forcing a Deaf child to complete a task that is much too difficult for them
Working on a skill that you personally feel should be targeted
Activities that are not functional or fun
Using practices that “feel right” or are touted as a “cure all”
Teaching discrete skills in isolation2
Key concepts:
If something is not working for the child, change it
A child learns more when activities are dynamic, interactive, and fun
References
1. Comparison between asset and deficit based approaches. (2019). Retrieved from https://www.memphis.edu/ess/module4/page3.php
2. Gibbons, S.M. & Szarkowski, A. (2019) One tool in the toolkit is not enough: Making the case for using multisensory approaches in aural habilitation of children with reduced hearing. Perspectives of the ASHA Special Interest Groups 4, 345-355.
3. Kushalnagar, P., Mathur, G., Moreland, D.J., Napoli, D.J., Osterling, W., Padden, C., & Rathmann, C. (2010). Infants and children with hearing loss need early language access. Journal of Clinical Ethics 21(2), 143-154.
4. Soma, C. (2016). Strength-based versus deficit-based thinking. Retrieved from https://starr.org/strength-based-versus-deficit-based-thinking/
5. Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children’s play with a series of policy recommendations. University of Cambridge.
6. Center on the Developing Child, Harvard University. (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu
Page updated
Google Sites
Report abuse